WyzAnt Tutor Blogshttp://www.wyzant.com/resources/blogsThis is an aggregate of all of WyzAnt.com's Tutors' Blogs. WyzAnt.com is your source for tutors and students.Tue, 31 Mar 2015 16:25:51 -0500http://www.wyzant.com/images/WyzAnt_white200.gifWyzAnt Tutor Blogshttp://www.wyzant.com/resources/blogshttp://www.wyzant.com/resources/blogs337102http://www.wyzant.com/resources/blogs/337102/available_tutorLynn T.http://www.wyzant.com/resources/users/view/85682927Available Tutor<div>I am a lifelong learner nearly completed with my PhD.&nbsp; Originally from Northern NY, but recently relocated to Mid-TN. I love learning as well as sharing that love with students, helping them to become the best they can be in any given area.&nbsp; I tend to be a bit strict, but the time spent in tutoring should be spent to provide the best instruction possible to the student within the timeframe allotted.&nbsp; My goal is to see every student succeed, while providing a sense of confidence and pride.&nbsp; <br /><br />My areas of specialty are in the field of psychology, but have experience and taught an array of classes as a homeschool educator and state representative for L.E.A.H. &nbsp;In addition, I am a published author.&nbsp; My knowledge is vast in many areas of study from preschool to university levels.&nbsp; Strengths include English, grammar, spelling, writing, literature, religious studies, psychology, sociology, philosophy, and many more.&nbsp; Homework assignments are dependent upon the tutoring session with the student.&nbsp; All students are individuals and have unique needs.&nbsp; Challenging the student to reach outside his/her comfort zone is a goal, while understanding the student's limitations.<br /><br />The first consultation which will serve as an interview process for both myself and the potential student/family is offered.&nbsp; This, as well as most tutoring sessions, will take place at the Smyrna Library.&nbsp; There are options available if this does not work, but this is the preferred venue.<br /><br />I require a 24 hour notification of cancelation prior all sessions, and will work to reschedule a makeup time which works for the student and myself.&nbsp;</div>
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<div>Although there is not a recent background check on file here, I have taught for a school district in NY and went through a background check with fingerprinting included.<br /><br />I look forward to hearing from and meeting with you to discuss your individual academic needs.</div>Tue, 31 Mar 2015 14:19:57 -05002015-03-31T14:19:57-05:00337064http://www.wyzant.com/resources/blogs/337064/sat_act_test_prep_bookTom L.http://www.wyzant.com/resources/users/view/79270620SAT/ACT Test Prep Book<div>To everyone out there in WyzAnt Land,</div>
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<div>I've been doing SAT/ACT test prep for many years, and I've developed some techniques that are helping my students increase their scores by an average of 30%. I've done research and found that these techniques are supported by studies done by neuroscientists. They are also unique, in that I've not been able to find them in any other SAT/ACT study guide or help book on the market, so I've written my own book.</div>
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<div>Now the fun part begins. I've published magazine articles, but I've never published a book before now. There are a ton of options out there, so my question is, have any of you published a nonfiction book? If so, what would you recommend regarding self-publishing versus traditional publishing (or something in between)? Can you share any experiences that will keep me out of trouble?</div>
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<div>I would very much appreciate any and all feedback. Thanks!</div>Tue, 31 Mar 2015 12:39:03 -05002015-03-31T12:39:03-05:00337063http://www.wyzant.com/resources/blogs/337063/sat_act_test_prep_bookTom L.http://www.wyzant.com/resources/users/view/79270620SAT/ACT Test Prep Book<div>To everyone out there in WyzAnt Land,</div>
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<div>I've been doing SAT/ACT test prep for many years, and I've developed some techniques that are helping my students increase their scores by an average of 30%. I've done research and found that these techniques are supported by studies done by neuroscientists. They are also unique, in that I've not been able to find them in any other SAT/ACT study guide or help book on the market, so I've written my own book.</div>
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<div>Now the fun part begins. I've published magazine articles, but I've never published a book before now. There are a ton of options out there, so my question is, have any of you published a nonfiction book? If so, what would you recommend regarding self-publishing versus traditional publishing (or something in between)? Can you share any experiences that will keep me out of trouble?</div>
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<div>I would very much appreciate any and all feedback. Thanks!</div>Tue, 31 Mar 2015 12:37:17 -05002015-03-31T12:37:17-05:00337046http://www.wyzant.com/resources/blogs/337046/do_the_math_and_watch_them_bloomPete A.http://www.wyzant.com/resources/users/view/85643396Do The Math and Watch Them Bloom<div style="padding-left: 30px;">A parent of one of my students asked me the other day what I thought of Khan's Academy.&nbsp; I have to admit I was caught off guard.&nbsp; Khan's Academy is a collection of YouTube videos designed to "teach" math to students.&nbsp; I say "teach" because (after thinking about it) I take issue with the notion that someone can truly learn a skill such as mathematics by merely watching someone else do it.&nbsp;</div>
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<div style="padding-left: 30px;">According to Bloom's Taxonomy, there are six levels of thinking:</div>
<div style="padding-left: 30px;">&nbsp;</div>
<div style="padding-left: 60px;"><strong>1. &nbsp;knowledge (or rote) -- </strong>remembering basic information<br /><strong><br /> 2. &nbsp;comprehension -- </strong>understanding the basic information, being able to phrase it in one's own words<br /><strong><br /> 3. &nbsp;application </strong>-- using the information in a concrete way to solve a problem or complete a task<strong><br /><br /> 4.&nbsp; analysis </strong>-- breaking apart the information, sorting out facts, and drawing conclusions<br /><strong><br /> 5.&nbsp; synthesis </strong>-- putting together knowledge in novel, creative ways<strong><br /><br /> 6.&nbsp; evaluation </strong>-- judging content based on standards, which may be set by the learner or the teacher<strong><br /></strong></div>
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<div style="padding-left: 30px;">Bloom believed that the memory, comprehension, and application levels were lower-order questions.&nbsp; In his view, higher-order questions began with the analysis level and included synthesis and evaluation because they required&nbsp;students to do more intense thinking.</div>
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<div style="padding-left: 30px;">I believe that the&nbsp;successful study of mathematics takes a student through those levels of Bloom's Taxonomy.&nbsp; It forces that higher level thinking.&nbsp; That is why my company slogan is "Do The Math or Suffer The Aftermath".</div>
<div style="padding-left: 30px;">So if we properly do the math, we can watch them bloom.&nbsp; Emphasis on the&nbsp;DO.</div>
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<div style="padding-left: 30px;">-Pete++++</div>
<div style="padding-left: 30px;">&nbsp;</div>Tue, 31 Mar 2015 11:42:34 -05002015-03-31T11:42:34-05:00336678http://www.wyzant.com/resources/blogs/336678/a_young_artistDeborah S.http://www.wyzant.com/resources/users/view/78890070A Young Artist<div>S., aged 14, invested a bit less time for homework last week, as she was very busy. However, she did experiment with pen-and-ink and has purchased markers and graphite pencils, as well as two sketchbooks of better paper. She is going on vaction soon and I hope she will take her sketchbooks along. <br /><br />I suggested she start to think about drawing portrait and figure. I brought along "Anatomy for the Artist" by Jeno Barcsay and showed her how the artist breaks down human anatomy into components. The book is informative about the skeleto-muscular structure as well. We also discussed the problems of foreshortening while viewing objects (and bodies) in space. I suggested she draw a self portrait sketch or a portrait sketch for homework. Later, I emailed her links to figure sketches by great artists, from Durer and Da VInci to Singer-Sargent and Giacometti. <br /><br />I also brought some small pages of good textured papers of various colors for her to try out, as newsprint is so limiting. She was able to get a feel for graphite as opposed to charcoal, and graphite powder. I also showed her some techniques of mixed media (just a beginner's approach) to try charcoal with pen and ink, or markers, on good paper. <br /><br />Lastly, I showed her the technique of using charcoal or graphite powder to create a "glaze" on the paper, and then using the eraser to render light areas, then rendering the darker areas by drawing back in. She did an impressive sketch of a perfume bottle using this method, very quickly, and understood the idea completely. <br /><br />She said she did not see the point of the composition tool I gave her last week, but I told her that once we start drawing from nature, she'll find it useful. When the weather improves, we'll do that.</div>Mon, 30 Mar 2015 10:31:21 -05002015-03-30T10:31:21-05:00336195http://www.wyzant.com/resources/blogs/336195/girl_fight_why_girls_say_no_to_stem_jobsLaura J.http://www.wyzant.com/resources/users/view/85675841Girl Fight: Why girls say no to STEM jobs?<div>I remember going to school and feeling like something was wrong with me because I was good at mathematics. Especially, since nearly every teacher felt the need to re-iterate how girls were not as good at mathematics as boys based on what ever random statistics at the time.</div>
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<div>However, I excelled and kept going. I got a degree in mathematics. So, what made me different from all the other girls that got discouraged. Natural ability for mathematics; however, when I reflect that's not the whole story. As I went to college, there were other girls that were great at mathematics, but once again got discouraged. So, what made go on to pursue degrees is Computer Science, Mathematics, and Computer Engineering.</div>
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<div>I got the same discouraging information as everyone else, but I kept going. Why?&nbsp;</div>
<div>1) "Fighter" Personality</div>
<div>My personality is such that when someone tells me that I can not do something, then I wanted to fight that much harder to prove them wrong.</div>
<div>2) I Had A Reason To Love It!</div>
<div>I loved mathematics because it was a completely objective subject and no one could say I failed or did it wrong simply because they did not like me.</div>
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<div>The question I asked myself does every girl that goes into mathematics or science have to have a "Fighter" personality just to want to strive for jobs in the sciences. Unfortunately, yes.</div>
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<div>The reason being is that as a society we have discouraged girls and told them they are less than at every turn so often that these are the only women really pushing through to the end.</div>
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<div>The jobs in these field are no more demanding than any other office job or job in business. But we are told from the start to finish we can't do it, then beat over the head with over and over again through out every step of the way. &nbsp;Even after entering the IT industry, I still have to fight. These jobs are not as hard as they are made out to be; however, the treatment and the persistent misogyny has even the woman that fought the good fight leaving the IT.&nbsp;However, girls should not have to be "Rambo" just to be software developer.&nbsp;</div>
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<div>If we are going to get more girls in IT, then we need to stop brain-washing ourselves and men into thinking that we are not capable for these jobs. These jobs can easily be tailored to accommodate women's busy lives.&nbsp;</div>
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<div>How do we change it? We prevent teachers from doing negative reinforcement which teaches boys to believe that girls aren't capable and introduce technology skills at early age so its as natural as reading, writing,and&nbsp;arithmetic. The world of technology demands and needs more skilled labors and to make the transformation it needs to be natural.</div>
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<div>&nbsp;</div>Fri, 27 Mar 2015 14:35:12 -05002015-03-27T14:35:12-05:00336150http://www.wyzant.com/resources/blogs/336150/literature_spotlight_intentional_ambiguityEllen S.http://www.wyzant.com/resources/users/view/75479140Literature Spotlight: Intentional Ambiguity<div>Toni Morrison's <strong>&ldquo;Beloved&rdquo;</strong> is a beautiful, poetic, and haunting work about love, motherhood and the lengths to which a mother will go to protect her children. The runaway slave woman Sethe kills one of her children (and attempts to kill the others) in order to save its life, and in doing so destroys the beautiful world she's tried so hard to create for the rest of her family. The baby's ghost haunts Sethe's world through the enigmatic character of Beloved, a character with at least three distinct possible interpretations. Is Beloved the ghost of the &ldquo;already-crawling? baby,&rdquo; or a simple runaway slave who just happens to call herself &ldquo;Beloved,&rdquo; or perhaps not even there at all? The novel is intentionally written to keep our interpretations vague, and each interpretation comes with its own commentary on the relationships in the novel.<br /><br />On the one hand, Beloved could be a real, physical girl, not related to the family, who ran away from an abusive slave owner and found her way to Sethe's house. Perhaps she saw the headstone in the little grave out back and took its one word for her new name. There is certainly evidence to corroborate this theory, particularly in the way she interacts with Paul D and the other non-family members. She certainly seems to be physically present and interacting with the objects in the house, and she reacts to situations in the way you might expect from a trauma survivor. Sethe and Denver immediately accept that Beloved is the ghost of the baby, so if she is actually just another runaway slave, then this interpretation speaks to how readily we as humans are to place our own context on unfamiliar situations. It would also highlight Sethe's desperate need to feel understood, to explain herself to a victim too young to understand what was happening at the time. She convinces herself of their relationship so that she can beg forgiveness.<br /><br />Then again, Sethe could be right &ndash; Beloved could actually be the ghost of the baby girl, made corporeal and aged to match the passing years. This would explain the supernatural experiences from the early part of the novel by acknowledging the existence of ghosts and spirits. Paul D's desire to leave the house, the handprints in the cake, all these things would be conveniently explained away by Beloved's presence as the ghost of the baby. It would also give credit to Sethe's desperation, since Beloved does in fact become very angry with her in the second part of the novel. Sethe desperately wants her to understand, and well she should, since Beloved is becoming vengeful and over-bearing in her rage at what she sees as a betrayal of her love.<br /><br />One final interpretation I'd like to cover, though there are undoubtedly many more, is this: what if Beloved never existed at all? It's quite possible to read Beloved's character as existing entirely in Sethe's head; her guilt over the act made manifest in her eyes. In this case, Sethe begins to feel reminiscent of Raskolnikov from Crime and Punishment, as her desperate brain searches for a narrative to rationalize her horrific act. She didn't get a chance to explain to Beloved why she did it, and we see that even Denver worries sometimes that she might snap and kill again, so Sethe is tormented by a need to explain herself to someone, anyone. That need manifests itself as Sethe believing Beloved is present, devoting more and more of her time to the poor girl's needs, and wasting away herself in the process.<br /><br />Whatever your personal inclination, I'd argue that it's important to keep the many possible interpretations in mind. Rather than taking sides and sticking with one interpretation, the more interesting experience comes from recognizing that there are many different things that could be happening here. The ambiguity is part of <strong>Beloved</strong>'s beauty, and is particularly powerful near the end of chapter 2. The narrative lapses into poetry, told first from each of the three girls' perspectives in turn, and then finally mixing and mingling them into one:<br /><br />&ldquo;You are my face; I am you. Why did you leave me who am you?<br />I will never leave you again<br />Don't ever leave me again<br />You will never leave me again<br />You went in the water<br />I drank your blood<br />I brought your milk<br />You forgot to smile<br />I loved you<br />You hurt me<br />You came back to me<br />You left me<br /><br />I waited for you<br />You are mine<br />You are mine<br />You are mine&rdquo; (P. 326)<br /><br />By the end of the poetry, it's impossible to tell which woman is speaking. Metaphor, plot, and symbolism are intertwining, holding up these women as one and the same character, turning them like a prism to catch the light in a kaleidoscope of ways.</div>Fri, 27 Mar 2015 11:25:11 -05002015-03-27T11:25:11-05:00336142http://www.wyzant.com/resources/blogs/336142/making_language_learning_funMelissa P.http://www.wyzant.com/resources/users/view/84073800Making Language Learning Fun<div>Structure is necessary, it keeps things organized but unplanned topics can also present great learning opportunities. If the student is excited about something, we talk about it! There are always chances to learn new vocabulary words and even hit up some practice with grammar. After all, conversation is just that, going with the flow and seeing where things go. Be spontaneous amidst the structure.&nbsp;</div>
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<div>Another aspect that is helpful and fun is to center lessons around my students. It's their life and their experience they'll want to share, so we work around that.&nbsp;</div>
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<div>Kids games are fun even for adults! It's okay to play "Ispy" (Yo veo) when we are learning colors or talking about specific vocabulary. We even play scrabble for those who really want a challenge. It's a wonderful opportunity to see how many words you already know and learn new ones when I play words you don't recognize. Jeopardy is also another great game I like to include. If someone wants to play chess or card games in Spanish, that's fine! There's always a learning opportunity.</div>
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<div>I like to include real situations, finding little question cards or ice breaker topics is also fabulous for stirring the imagination in the target language.</div>
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<div>Lastly, learn something completely new. I came across a wonderful webpage in Spanish that shares short articles on a variety of topics including pop culture, science, history, nature, the body and mind. I'm always learning something new and enjoy using the articles to teach my students new vocabulary and practice grammar.</div>
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<div>Happy language learning!</div>
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<div>&nbsp;</div>Fri, 27 Mar 2015 10:56:33 -05002015-03-27T10:56:33-05:00336042http://www.wyzant.com/resources/blogs/336042/make_learning_funMelissa C.http://www.wyzant.com/resources/users/view/85665463Make Learning Fun<div>If your students are anything like my students, they need to get up an moving. They sit in their desks at school from eight to two almost straight. In order to make tutoring meaningful and on the students' level incorporate these five tips into your tutoring lessons. First, make the skill a game. Kids love games. They come up with their own crazy games a recess or even at lunch. Build your tutoring lesson around a game. Teach the skill, then reinforce the skill with the game. You can use a simple game like tic-tac-toe for any type of subject matter, as well as, game shows like "Are You Smarter Than a Fifth Grader" and "Jeopardy" helps those of a competitive nature to beat their "teacher." Most of the game show templates are free online, and you just have to manually enter the content you want to assess.&nbsp;</div>
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<div>Second, make your tutoring lessons kinesthetic. Students learn best when all three types of learning styles are incorporated. Having a kinesthetic movement to enhance your subject matter taught will help them remember the information, especially if the movement is silly, but relatable.&nbsp;</div>
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<div>Third, use funny mnemonic device. Students will remember something thats alliterative or might be a silly phrase or acrostic. Using the mnemonic device repeatedly will engrain the information in your students head without becoming tedious and tiresome.&nbsp;</div>
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<div>Fourth, just lighten up and be yourself. Students do not like a tutor/teacher who does not smile. Be serious and firm in your expectations, but relax and enjoy learning. The student seeing your enjoyment will cause them to enjoy the subject matter too. Laugh. Smile. Be happy.&nbsp;</div>
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<div>Fifth, always celebrate successes. I believe its important for tutor's to set goals for their students, as well as, for students to set goals for themselves and track their progress. Even if its a minor improvement, it should be celebrated with positive reinforcement of some kind. Praise is key! Improvement shows growth and encouragement for any student alike.&nbsp;</div>Thu, 26 Mar 2015 22:09:12 -05002015-03-26T22:09:12-05:00335954http://www.wyzant.com/resources/blogs/335954/45_800_000_public_speaking_tipsJim B.http://www.wyzant.com/resources/users/view/8544365045,800,000 Public Speaking Tips <div><span class="greenText"><strong>what are tips anyway?</strong></span></div>
<div><br />I did the searches for you. Maybe I shouldn&rsquo;t have because it totally changed what I was going to write. Here&rsquo;s why.<br />Youtube &ldquo;public speaking tips,&rdquo; and you get 241,000 results. That&rsquo;s a lot of tips. Google the same and you&rsquo;ll see 45,800,000 results. Ditto times 190.</div>
<div><br />And then I thought, &ldquo;Just what is a tip?&rdquo; So, I did dictionary searches and my jaw hit the couch like Wiley Coyote blown away one more time by the Road Runner. Couch? Well, I write on my left elbow (the same way the Last Supper actually happened; see Roman tradition). Not a single dictionary listed &ldquo;a hint or help on how to do something.&rdquo; Nope. Not in a single one. Urban Dictionary had a cool one, though. &ldquo;When someone dyes the ends of her hair a different color than the rest of their hair. &ldquo;Look at that girl. She just got her tips done.&rdquo;</div>
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<div>Alright. Let&rsquo;s get to to the &ldquo;tip&rdquo; you probably haven&rsquo;t heard or seen anywhere else.</div>
<div><br /><span class="greenText"><strong>public speaking is play not work</strong></span></div>
<div><br />Don&rsquo;t practice, practice, practice. Yes, you have to know what you are going to say essentially and not &ldquo;wing it,&rdquo; but if you really want to tune with listeners PLAY. Avoid memorizing or scripting yourself. Allow the parts of your brain that do the best communication have a chance to light up and cut through the walls between you and any listener. It is this that allows you to be authentic. When you memorize or script, your self-monitoring pre-frontal lobes keep you in check and steal who you really are as a unique personality with unique ways of expressing ideas. The real hazard and a major reason you get nervous? Exactly that.</div>
<div><br />Look, you do it all the time anyway. Why not let it happen as a speaker? Let me ask you. Is it possible to prepare for a conversation? No, and you never need to because conversation is play. The element of play that is at work? - you do not know what is going to happen next. That&rsquo;s why we love it and need it to survive. We play just for the sake of playing.<br />Stewart Brown says, &ldquo;The opposite of play is not work. The opposite of play is depression. It&rsquo;s essential to our well being to take a few minutes each day to laugh and play like the child we once were. Brown also says, &ldquo;Play shapes our brain, helps us foster empathy&hellip;and is at the core of creativity and innovation.&rdquo;</div>
<div><br />As a speaker who scripts, you are setting yourself up to be nervous trying to remember the next word or sentence, the &ldquo;uh&rsquo;s&rdquo; and &ldquo;um&rsquo;s&rdquo; come out when you can&rsquo;t recall, the sweat increases, embarrassment is birthed, and the desire to flee may slap you in the face. You may just want to sit down, shut up, and be still.</div>
<div><br /><span class="greenText"><strong>how to play as a speaker</strong></span></div>
<div><br /><span class="greenText darkText">Know that speaking is a conversation. Pay as much if not more attention to what is going on with your listeners in that very moment than you do to yourself or your speech. The speech you &ldquo;planned&rdquo; will get done, but it will get done far more powerfully and you will be far more relaxed and authentic. When you script or memorize, you simply cannot do this and the best part of you is stolen. Prepare from an empathetic point of view not a self-centered one.</span></div>
<div><br />If you are daring enough to try it, you will be shocked at just what you can do &ndash; as shocked as I was to learn just what a tip isn&rsquo;t.</div>
<div><br /><span class="greenText"><strong>now, go play!</strong></span></div>Thu, 26 Mar 2015 18:33:10 -05002015-03-26T18:33:10-05:00335877http://www.wyzant.com/resources/blogs/335877/focusing_on_the_nclexHarriette B.http://www.wyzant.com/resources/users/view/81922550Focusing on the NCLEX<div>The structure of the NCLEX is designed to test your knowledge and understanding of the&nbsp; different phases of the nursing process and the needs of the client. Each question on the NCLEX incorporates a phase of the nursing process and an area of client needs.&nbsp; The nursing process consists of five basic steps - assessment, analysis, planning, implementation and evaluation.&nbsp; In answering your NCLEX questions it is important to understand which step of the nursing process you need to apply &nbsp;in order to successfully answer the question and&nbsp;pass your exam.&nbsp; Good luck.</div>
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<div>Dr. Harriette</div>Thu, 26 Mar 2015 14:39:28 -05002015-03-26T14:39:28-05:00335534http://www.wyzant.com/resources/blogs/335534/making_it_realRobert S.http://www.wyzant.com/resources/users/view/77592680Making it real<div>Games- trivia and guinness records make for great reading material and can also incorporate other subject matter too.&nbsp;</div>
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<div>student interest: whether its a clothing item, jewelry, or sports team, remember something about each child and ask him or her about it.&nbsp;</div>
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<div>Real-world connections- help students see the subject area topics in use- bring a phone bill or other item that adults need skills for so students know how/why the subject is important.&nbsp;</div>
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<div>Biographies- another way students make real-world connections is to hear about how role models use/have used the topic on their lives.&nbsp;</div>Wed, 25 Mar 2015 16:31:41 -05002015-03-25T16:31:41-05:00335531http://www.wyzant.com/resources/blogs/335531/se_souvenir_se_rappelerElise B.http://www.wyzant.com/resources/users/view/85569083se souvenir / se rappeler<h3>In common conversation "se rappeler" and "se souvenir" are most of the time used with "de" after, and most of French people use undistinctly one for the other. So most of the people won't even notice if you do the same.<br /> <br />That been said, you can stop your reading now.</h3>
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<div>Or if you want to look at it through a microscope, let's have fun!</div>
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<div>"Se rappeler de" is mostly used for action you have to do( or you'll have to do), and for relatively short term and factual memories:</div>
<div>"Rappelle-toi de jeter la poubelle demain matin!" (Don't forget to take the trash out tomorrow morning)</div>
<div>To a policeman who shows you a picture: "Je me rappelle de ce type. Il est pass&eacute; hier &agrave; la boutique." (I remember that guy. I went to the shop yesterday.)</div>
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<div>"Se souvenir de" is more charged with feelings, is about something you keep from a past time and/or you'll keep for ever (think "souvenir shop" and you'll get the concept):</div>
<div>"Je me souviens de ce petit village sur les hauteurs d'Annecy" (I remember this little village upon Annecy.)</div>
<div>"Souvenez-vous de ces h&eacute;ros morts pour la France". (Remember those heroes who give their lives for France.)</div>
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<div>Because French people concider feelings, poetry, history more important than your to do list, "se souvenir" can be concidered a little more formal than "se rappeler" and "se rappeler" a little more childish than "se souvenir". (microscope)</div>
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<div>The consequence is: most of the time it won't matter if you make the grammatical mistake to use "de" between "se rappeler" and something else than a verb or a pronoun because your speach is not formal enough. Like asking something by adding a question mark at the end of an affirmation. ("Il est quelle heure?")</div>
<div>If you tell your students "se rappeler de" can be followed only by verbs and pronouns, pray for them to never go to France. Because as soon they do, you'll look like a fool. (even if I don't pretend you're grammaticaly wrong)</div>
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<div>With those two verbs, if the thing that is supposed to be remembered is describe by a proposition, "de" will be replaced by "que":</div>
<div>"Je me rappelle que tu es allergique au chat." (I remember you have cat allergy.)</div>
<div>"Je me souviens que j'&eacute;tais heureuse &agrave; l'&eacute;poque." (I remember I was happy then.)<br /> <br />Using them without "de" can build a poetic effect, to emphasize the feeling (positive or negative) for a time, a place, an element of decor or a past action (very Proust style):<br />Souviens-toi nos jeunes ann&eacute;es. (Remember when we were young.)<br />Je me souviens la pluie. Je me souviens la faim. Et le d&eacute;sespoir, dans cette tranch&eacute;e. (I remember the rain. I remember the hunger. And the dispair, in that trench.)<br />Je me rappelle mon petit chat. (I remember my kitten) Here, the use of "se rappeler" is to give a childish sound.<br />In those sentenses, the absence of "de" put closer the subject and the source of feeling, litteraly removing the last thing between the person and the vivacity of the memory. It make a poetical point and in French that's more important than any grammatical law.</div>
<div>&nbsp;</div>
<div>"Rappeler", without "de" could mean something completely different:</div>
<div>"Rappelle-moi, s'il te plait." (Call me back, please.)</div>
<div>"Il me rappelle dans une heure." (He's going to call me back in an hour.)</div>
<div>"GM a rappel&eacute; 1,6 millions de v&eacute;hicules pour corriger un d&eacute;faut. (GM commanded the return of 1.6 millions of cars to the factories to fix a problem.)</div>
<div>&nbsp;</div>
<div>[Sorry for the quality of my English. Please be gentle when you correct me.]</div>Wed, 25 Mar 2015 16:29:51 -05002015-03-25T16:29:51-05:00335527http://www.wyzant.com/resources/blogs/335527/se_souvenir_se_rappelerElise B.http://www.wyzant.com/resources/users/view/85569083se souvenir / se rappeler<h3>In common conversation "se rappeler" and "se souvenir" are most of the time used with "de" after, and most of French people use undistinctly one for the other. So most of the people won't even notice if you do the same.<br /> <br />That been said, you can stop your reading now.</h3>
<div>&nbsp;</div>
<div>Or if you want to look at it through a microscope, let's have fun!</div>
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<div>"Se rappeler de" is mostly used for action you have to do( or you'll have to do), and for relatively short term and factual memories:</div>
<div>"Rappelle-toi de jeter la poubelle demain matin!" (Don't forget to take the trash out tomorrow morning)</div>
<div>To a policeman who shows you a picture: "Je me rappelle de ce type. Il est pass&eacute; hier &agrave; la boutique." (I remember that guy. I went to the shop yesterday.)</div>
<div>&nbsp;</div>
<div>"Se souvenir de" is more charged with feelings, is about something you keep from a past time and/or you'll keep for ever (think "souvenir shop" and you'll get the concept):</div>
<div>"Je me souviens de ce petit village sur les hauteurs d'Annecy" (I remember this little village upon Annecy.)</div>
<div>"Souvenez-vous de ces h&eacute;ros morts pour la France". (Remember those heroes who give their lives for France.)</div>
<div>&nbsp;</div>
<div>Because French people concider feelings, poetry, history more important than your to do list, "se souvenir" can be concidered a little more formal than "se rappeler" and "se rappeler" a little more childish than "se souvenir". (microscope)</div>
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<div>The consequence is: most of the time it won't matter if you make the grammatical mistake to use "de" between "se rappeler" and something else than a verb or a pronoun because your speach is not formal enough. Like asking something by adding a question mark at the end of an affirmation. ("Il est quelle heure?")</div>
<div>If you tell your students "se rappeler de" can be followed only by verbs and pronouns, pray for them to never go to France. Because as soon they do, you'll look like a fool. (even if I don't pretend you're grammaticaly wrong)</div>
<div>&nbsp;</div>
<div>With those two verbs, if the thing that is supposed to be remembered is describe by a proposition, "de" will be replaced by "que":</div>
<div>"Je me rappelle que tu es allergique au chat." (I remember you have cat allergy.)</div>
<div>"Je me souviens que j'&eacute;tais heureuse &agrave; l'&eacute;poque." (I remember I was happy then.)<br /> <br />Using them without "de" can build a poetic effect, to emphasize the feeling (positive or negative) for a time, a place, an element of decor or a past action (very Proust style):<br />Souviens-toi nos jeunes ann&eacute;es. (Remember when we were young.)<br />Je me souviens la pluie. Je me souviens la faim. Et le d&eacute;sespoir, dans cette tranch&eacute;e. (I remember the rain. I remember the hunger. And the dispair, in that trench.)<br />Je me rappelle mon petit chat. (I remember my kitten) Here, the use of "se rappeler" is to give a childish sound.<br />In those sentenses, the absence of "de" put closer the subject and the source of feeling, litteraly removing the last thing between the person and the vivacity of the memory. It make a poetical point and in French that's more important than any grammatical law.</div>
<div>&nbsp;</div>
<div>"Rappeler", without "de" could mean something completely different:</div>
<div>"Rappelle-moi, s'il te plait." (Call me back, please.)</div>
<div>"Il me rappelle dans une heure." (He's going to call me back in an hour.)</div>
<div>"GM a rappel&eacute; 1,6 millions de v&eacute;hicules pour corriger un d&eacute;faut. (GM commanded the return of 1.6 millions of cars to the factories to fix a problem.)</div>
<div>&nbsp;</div>
<div>[Sorry for the quality of my English. Please be gentle when you correct me.]</div>Wed, 25 Mar 2015 16:28:28 -05002015-03-25T16:28:28-05:00335485http://www.wyzant.com/resources/blogs/335485/az_merit_sample_testWayne L.http://www.wyzant.com/resources/users/view/78042440AZ Merit Sample Test<div>Here is a link to the new AZ Merit test that will be given from March 30th through May 8th 2015. Try the sample test and see what its like!</div>
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<div>http://azmeritportal.org/</div>
<div>&nbsp;</div>Wed, 25 Mar 2015 14:45:49 -05002015-03-25T14:45:49-05:00335447http://www.wyzant.com/resources/blogs/335447/health_and_safety_training_and_tutoringRobert D.http://www.wyzant.com/resources/users/view/76180660Health and Safety Training and Tutoring<div>A new focus on my advance science and mathematics tutoring, especially in engineering and medicine is to try and educate students on how to minimize injuries and diseases such as those listed below.&nbsp; It has taken me several thousand hours to master the process of health and safety training as part of curriculum, but if young tutors start with one topic area such as Diabetes then after a decade they will have advanced knowledge that even highly trained professionals do not have.&nbsp; This process requires years (decades)&nbsp;of dedication and logical developmental stages.&nbsp;</div>
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<div>I believe with more experience tutors we can help decrease the following diseases and disabilities.&nbsp; Remember all accidents are preventable as are many diseases.</div>
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<div>Disabilities include, but are not limited to:</div>
<div>-Blindness<br />-Deafness<br />-Cancer<br />-Diabetes<br />-Epilepsy<br />-Autism<br />-Cerebral palsy<br />-HIV/AIDS<br />-Schizophrenia<br />-Muscular dystrophy<br />-Bipolar disorder<br />-Major depression<br />-Multiple sclerosis (MS)<br />-Missing limbs or partially missing limbs<br />-Post-traumatic stress disorder (PTSD)<br />-Obsessive compulsive disorder<br />-Impairments requiring the use of a wheelchair<br />-Intellectual disability (previously called mental retardation)</div>Wed, 25 Mar 2015 12:02:57 -05002015-03-25T12:02:57-05:00335357http://www.wyzant.com/resources/blogs/335357/the_current_state_of_the_documentary_business_and_finding_workDaniel H.http://www.wyzant.com/resources/users/view/85453328The Current State of the Documentary Business and Finding Work<div>Creating documentaries is tough--not because of the funding, the talent, the crew, the possibility of distribution or no distribution, but because of the infinite number of questions that an investigative documentary can raise.<br /><br />Look at Bill Maher's "Religilous." To cover the entire scope of what religious people believe, it would take an entire lifetime and millions of hours of footage. Call me crazy, but it would be hard for audience to sit through that (without a few intermissions).<br /><br />When examining a phenomena such as energy healing or life after death, or any of the other questions that have existed practically since humankind came into being, the temptation to go 'big' is there and the leads you may get from one interview can lead in about a billion different directions. Everyone who has had an NDE has a story to tell, and a slightly different one. Everyone also has a slightly different belief because of it. Similarly, everyone who has ever performed energy healing or had the treatment done to them has had a different type of experience. The key to creating a compelling documentary here is to find the common threads between all of these stories and also learning to say no to the thousands of potential interviewees that could offer extremely valuable input, but that we simply wouldn't have time (or money) for.<br /><br />I think that the aim of any good documentary should be to implant these ideas in any potentially interested person's head. If we show an entire festival of 1,000 viewers a documentary on energy healing, and from that, 1 person decided to go and investigate it further, that, I think is a victory. In our current media state, over saturation of the vast amount of entertainment and non-fiction we get seem to merge together to not only create an environment where we sometimes aren't sure what is real, but can cause us to denigrate into a world of shallow emotional responses; as in, too much bombardment can cause the opposite of the intended effect--rather than spurring someone to go out and take action, they instead clam up.<br /><br />That said, I'm still in the pre-planning stages for these two projects (and one other one which deals with the competitive e-Sports industry, but more on that later), and have several more ideas in the pipeline should these go moderately well. Funding will most likely be on IndieGoGo, as it seems to be a more welcoming place for artistic endeavors than KickStarter (although it doesn't have the same brand recognition). I'll be sure to post a link to the project page when we get it up and running. DH</div>Wed, 25 Mar 2015 00:43:59 -05002015-03-25T00:43:59-05:00335289http://www.wyzant.com/resources/blogs/335289/5_ways_to_make_tutoring_funKrystle G.http://www.wyzant.com/resources/users/view/856551795 Ways to Make Tutoring Fun<div>1. Relate materials to the students preferred interests.</div>
<div>For example, if the student likes animals, you can teach categorization and counting by having a student count all the horses in a farm full of animals, teach paragraph writing by letting the student choose an animal to write about, teach volume by having a student discover how many square feet an animal needs for a pen and then have them create a pen of that size, etc.&nbsp;</div>
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<div>2. Mix it up.</div>
<div>Sometimes too much of a routine can be a bad thing. Always be willing to find new ways to teach the same topic. Use crossword puzzles to teach vocab instead of just having students write out definitions, teach simple math skills with color-by-numbers sheets (e.g. color sections red whenever the answer is 2), use white boards and race your student to see who can do the problem first (obviously the student should be first often!), let younger students doing writing exercise with a crayon of their favorite color from time to time, etc.</div>
<div>&nbsp;</div>
<div>3. Bring small reinforces&nbsp;like pencils, stickers, fun erasers, pens, bookmarks, coloring pages, etc.&nbsp;</div>
<div>Even older kids like getting small, tangible items.&nbsp;Save the best/bigger rewards for harder work, though, and always let the student know why they are earning it!&nbsp;</div>
<div>&nbsp;</div>
<div>4. Provide 2-10 minute breaks to keep students on track.</div>
<div>We all need a break sometimes to recharge our brains. In a regular school day, a student will have breaks before, after, and sometimes even during class. Keep that in mind when tutoring, especially if the sessions are longer than an hour. Allow short breaks in between subject or worksheet changes if it seems like your student needs it. Make the break more fun or longer if the student has done a particularly good job.&nbsp;</div>
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<div>5. Lots of verbal praise!</div>
<div>If it is a tough day for the student, give them praise even for following what would normally be an easy direction.</div>Tue, 24 Mar 2015 21:02:17 -05002015-03-24T21:02:17-05:00335108http://www.wyzant.com/resources/blogs/335108/sometimes_simple_is_superAlice W.http://www.wyzant.com/resources/users/view/85586462Sometimes simple is super!<div>Working with my first student, I noticed on many of her work samples that she did not complete the assignment/assessment. &nbsp;The completed work was often correct.</div>
<div>&nbsp;</div>
<div>When I asked her to tell me about it, she said looking at the whole page (with lots and lots of math problems) made it seem hard. &nbsp;I asked her how it felt when we simply folded a page in half, and her face beamed. &nbsp;She responded that it didn't look nearly as "scary".</div>
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<div>Dad was studying at the next table with a huge binder for a test for his job. Commiserating with her, he said his page sometimes looks overwhelming, too. &nbsp;When I showed my student how to fold her paper, Dad folded his, also, and enthusiastically remarked that the shortened page did make it seem easier.</div>
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<div>Sometimes something simple is a super improvement!</div>Tue, 24 Mar 2015 13:14:09 -05002015-03-24T13:14:09-05:00335020http://www.wyzant.com/resources/blogs/335020/loving_to_learnWil D.http://www.wyzant.com/resources/users/view/85653847Loving to Learn<div>Learning is a <strong>gift</strong>. Learning is an <strong>opportunity</strong>. Learning helps us reach our <strong>potential</strong>.</div>
<div>&nbsp;</div>
<div>To nurture a growing desire to learn I:</div>
<div><ol>
<li>Play lots of games to teach.</li>
<li>Connect learning to your child's personal interests.</li>
<li>Devise fun and effective learning strategies to make the material memorable.</li>
<li>Use technology to aid in the learning process.</li>
<li>Apply various creative methodologies to the learning process.</li>
</ol></div>Tue, 24 Mar 2015 09:04:22 -05002015-03-24T09:04:22-05:00